Polikoff: Study of Midwestern District Finds Online Learning Is Harder for Middle and High School Students Than for Younger Kids
The original essay published on the FutureEd blog highlighted the disproportionate impact of the coronavirus outbreak on students from disadvantaged backgrounds. However, it also shed light on the less-discussed consequences for students of different age groups.
Analyzing data from a Midwestern school district, it became apparent that middle and high school students were struggling significantly more than their elementary school counterparts when it came to adapting to remote learning. These older students also expressed a sense of lacking support from both their school and home environments.
These findings uncover substantial and concerning disparities in how students across different grade levels are experiencing the crisis. While this data represents only one school district, it does emphasize an essential factor that educational institutions need to consider when planning to reopen.
Initially, it may be unclear which group of students would be most affected by the transition to remote learning. Younger children are at a crucial developmental stage, and the learning lost due to COVID-19 may be harder to compensate for in the future. However, their parents might be better equipped to make up for the lost teaching. On the other hand, older children may suffer more from the social isolation that accompanies the pandemic, missing their friends and the support systems provided by K-12 schools.
To explore the differences in students’ experiences during the early stages of the COVID-19 outbreak, I analyzed survey data from a medium-sized school district consisting of approximately 4,000 students. The data, obtained from Tripod Education Partners, included surveys from parents, teachers, and over 1,000 students ranging from grades 5 to 12.
The major finding was striking: Middle school students (grades 7-8) and high school students (grades 9-12) reported significant difficulties in learning compared to their pre-COVID educational experiences, unlike elementary school students (grades 5-6). When asked to rate the difficulty of learning on a scale from 1 to 4, with 1 being almost always difficult and 4 being almost always easy, elementary students’ ratings remained virtually the same before and after COVID (3.05). In contrast, middle school students’ rating decreased to 2.55, and high school students’ rating dropped even further to 2.36.
The question arises: Why are students from different grade levels experiencing this crisis in such distinct ways? Insights from additional data collected from students, parents, and teachers within the district provide some clues. Students’ responses indicate that middle and high schoolers are not receiving the necessary support from either home or school.
Elementary students, on the other hand, report significantly more support from both home and school regarding their schoolwork. These younger students also express confidence in knowing whom to turn to if they feel sad or anxious, suggesting they have the emotional support they need during these challenging times. Interestingly, elementary students also reported slightly reduced schoolwork during COVID, while middle and high school students claimed to be managing the same workload.
Parent reports confirm what students are expressing. Parents of elementary students reported more significant satisfaction with their communication with teachers, the guidance received on how to support their children’s learning at home, and the clarity of instructions regarding schoolwork. In comparison, parents of middle and high school students had slightly lower satisfaction levels, averaging 3.07 and 3.01, respectively, on a four-point satisfaction scale.
While the disparities observed in teacher survey responses were not as pronounced, there were indications that institutional policies and practices might contribute to these differences. For example, elementary teachers were more likely to report having the necessary tools and resources for success (with an average score of approximately 4 on a five-point scale) compared to middle school (3.7) and high school (3.9) teachers. Additionally, high school teachers were slightly less likely to participate in online groups aimed at sharing best practices, compared to their middle and elementary school counterparts.
Student responses to open-ended questions provided further validation for these findings. Elementary students were most likely to express missing their teachers and friends, with minimal mention of schoolwork or personal well-being.
In contrast, responses from middle and high school students diverged. Middle schoolers were more likely to report being overwhelmed with excessive work and commented on the lack of coordination among teachers and the challenges of meeting multiple deadlines simultaneously.
In general, when it comes to these questions, high school students tend to express more negative sentiments compared to middle school students, who in turn are more likely to do so compared to elementary students.
These issues may seem insignificant considering the numerous responsibilities educators and parents have to handle. However, the data in this particular district indicates significant and concerning differences in how students at different grade levels are experiencing the effects of COVID.
As schools and districts prepare for an unpredictable school year, it is crucial that their plans cater to the needs of students of all ages. Failing to do so may lead to further widening of the gaps between grade levels.
Morgan Polikoff, a senior fellow at FutureEd, holds the position of associate professor of education at the USC Rossier School of Education.
